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This set of packaged materials includes a video segment on the development of intelligent robots and asks students to create a detailed hypothesis about possible outcomes of this technology. The site provides explicit guidance to help learners analyze the information and make inferences. The rubric is designed to help learners sift relevant from unnecessary information, construct the hypothesis in a logical manner, and understand the importance of basing conclusions on evidence.

This resource is suggested for use in grades 8-10, though it could be effectively adapted for grades 6-7.

Editor's Note: This simple activity addresses a number of national science standards in a fun and engaging way. Expect lively discussions about the implications of intelligent robots, which helps students realize that a valid hypothesis takes into account not only relevant facts, but also the future consequences of a proposed action.

Please note that this resource requires Quicktime.
Subjects Levels Resource Types
Education Foundations
- Research Design & Methodology
Education Practices
- Active Learning
= Problem Solving
Other Sciences
- Engineering
- Middle School
- High School
- Instructional Material
= Activity
= Problem/Problem Set
= Student Guide
- Assessment Material
= Rubric
- Audio/Visual
= Movie/Animation
Appropriate Courses Categories Ratings
- Physical Science
- Physics First
- Conceptual Physics
- Activity
- Assessment
- New teachers
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Intended Users:
General Public
Access Rights:
Free access
© 2008 Thirteen/WNET, http://www.teachersdomain.org/collection_credits/vtl07, 2008
experiment, experimentation, hypothesis, research design, research methodology, research process, scientific experiment
Record Cloner:
Metadata instance created October 8, 2010 by Caroline Hall
Record Updated:
October 8, 2010 by Caroline Hall
Last Update
when Cataloged:
December 31, 2008

AAAS Benchmark Alignments (2008 Version)

1. The Nature of Science

1A. The Scientific Worldview
  • 6-8: 1A/M2. Scientific knowledge is subject to modification as new information challenges prevailing theories and as a new theory leads to looking at old observations in a new way.
1B. Scientific Inquiry
  • 9-12: 1B/H2. Hypotheses are widely used in science for choosing what data to pay attention to and what additional data to seek, and for guiding the interpretation of the data (both new and previously available).

3. The Nature of Technology

3A. Technology and Science
  • 6-8: 3A/M3. Engineers, architects, and others who engage in design and technology use scientific knowledge to solve practical problems. They also usually have to take human values and limitations into account.
  • 9-12: 3A/H1. Technological problems and advances often create a demand for new scientific knowledge, and new technologies make it possible for scientists to extend their research in new ways or to undertake entirely new lines of research. The very availability of new technology itself often sparks scientific advances.
3B. Design and Systems
  • 3-5: 3B/E2. Even a good design may fail. Sometimes steps can be taken ahead of time to reduce the likelihood of failure, but it cannot be entirely eliminated.
3C. Issues in Technology
  • 6-8: 3C/M6. Rarely are technology issues simple and one-sided. Relevant facts alone, even when known and available, usually do not settle matters. That is because contending groups may have different values and priorities. They may stand to gain or lose in different degrees, or may make very different predictions about what the future consequences of the proposed action will be.

AAAS Benchmark Alignments (1993 Version)


A. The Scientific World View
  • 1A (9-12) #3.  No matter how well one theory fits observations, a new theory might fit them just as well or better, or might fit a wider range of observations. In science, the testing, revising, and occasional discarding of theories, new and old, never ends. This ongoing process leads to an increasingly better understanding of how things work in the world but not to absolute truth. Evidence for the value of this approach is given by the improving ability of scientists to offer reliable explanations and make accurate predictions.


B. Design and Systems
  • 3B (6-8) #2.  All technologies have effects other than those intended by the design, some of which may have been predictable and some not. In either case, these side effects may turn out to be unacceptable to some of the population and therefore lead to conflict between groups.
ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
(WNET, New York, 2008), WWW Document, (http://www.teachersdomain.org/resource/vtl07.la.rv.text.lprobot/).
Teachers' Domain: Creating a Hypothesis-The Intelligent Robot, (WNET, New York, 2008), <http://www.teachersdomain.org/resource/vtl07.la.rv.text.lprobot/>.
APA Format
Teachers' Domain: Creating a Hypothesis-The Intelligent Robot. (2008, December 31). Retrieved September 20, 2014, from WNET: http://www.teachersdomain.org/resource/vtl07.la.rv.text.lprobot/
Chicago Format
WNET. Teachers' Domain: Creating a Hypothesis-The Intelligent Robot. New York: WNET, December 31, 2008. http://www.teachersdomain.org/resource/vtl07.la.rv.text.lprobot/ (accessed 20 September 2014).
MLA Format
Teachers' Domain: Creating a Hypothesis-The Intelligent Robot. New York: WNET, 2008. 31 Dec. 2008. 20 Sep. 2014 <http://www.teachersdomain.org/resource/vtl07.la.rv.text.lprobot/>.
BibTeX Export Format
@misc{ Title = {Teachers' Domain: Creating a Hypothesis-The Intelligent Robot}, Publisher = {WNET}, Volume = {2014}, Number = {20 September 2014}, Month = {December 31, 2008}, Year = {2008} }
Refer Export Format

%T Teachers' Domain: Creating a Hypothesis-The Intelligent Robot
%D December 31, 2008
%C New York
%U http://www.teachersdomain.org/resource/vtl07.la.rv.text.lprobot/
%O video/quicktime

EndNote Export Format

%0 Electronic Source
%D December 31, 2008
%T Teachers' Domain: Creating a Hypothesis-The Intelligent Robot
%V 2014
%N 20 September 2014
%8 December 31, 2008
%9 video/quicktime
%U http://www.teachersdomain.org/resource/vtl07.la.rv.text.lprobot/

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Citation Source Information

The AIP Style presented is based on information from the AIP Style Manual.

The APA Style presented is based on information from APA Style.org: Electronic References.

The Chicago Style presented is based on information from Examples of Chicago-Style Documentation.

The MLA Style presented is based on information from the MLA FAQ.

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